USING MORE RELIABLE AND INTERPRETABLE FACTOR SCORES THAN THE INVESTIGATORS EMPLOYED IN EARLIER STUDIES OF TEACHERS' PERCEPTIONS OF THEIR ROLES, THIS WAS AN INVESTIGATION OF THE VALIDITY OF FOUR ROLE-COMPONENT SCORES FROM THE STERN TEACHER PREFERENCE SCHEDULE (PROFESSIONAL PRIDE, HIERARCHY OF MANAGEMENT, PRACTICAL GOAL ORIENTATION, AND AFFILIATION WITH PUPILS) AS PREDICTORS OF FIVE TEACHING BEHAVIOR SCORES BASED ON "OSCAR" (SEATWORK, AFFECTION, TEACHER NONVERBAL SUPPORT OF LEARNER, TEACHER VERBAL SUPPORT OF LEARNER, AND TEACHER EMPHASIS ON PROBLEM STRUCTURING). PROFESSIONAL PRIDE AND HIERARCHY OF MANAGEMENT CONTRIBUTED NEARLY EQUALLY TO UTILIZING SEATWORK (R .25). AFFECTIONATE CLASSROOM BEHAVIOR BY THE TEACHER WAS RELATED POSITIVELY TO AFFILIATION WITH PUPILS AND NEGATIVELY TO PRACTICAL GOAL ORIENTATION (R .35). NEARLY EQUAL CONTRIBUTIONS TO THE ACCOUNTABLE VARIANCE OF AFFECTIONATE CLASSROOM BEHAVIOR WERE MADE BY THE TWO ROLE COMPONENTS. MATRICES OF INTERCORRELATIONS AND OF REGRESSION COEFFICIENTS ARE GIVEN FOR THE FOUR ROLE COMPONENTS AND FIVE TEACHING FACTORS. (RP)